In this study, we explore racial battle fatigue (RBF), cumulative racism-related stress and exhaustion, among Black collegians to further understand Black students’ retention. Extant research suggests that RBF adversely impacts Black students’ performance, retention, and graduation. Eleven Black undergraduate and graduate students engaged in photo-elicitation to illustrate and describe support strategies that can be leveraged to reduce RBF and promote academic success among Black students. In our findings, we present six images, one category, and four subcategories that convey Black collegians’ directives for reducing RBF and promoting academic success: hosting discussions and forums, engaging in allyship, revising institutional policies and practices, and building intentional connections. Of note, the category revising institutional policies and practices was conveyed through dialogue only. We share implications for research and practice to inform higher education scholars’ and practitioners’ efforts to (re)create conditions conducive to reducing RBF and improving student success among Black students.
Mills et al. (Fri,) studied this question.